Gracejoy Hauser EEX6759 Personal Class Notes 07/23/2011
Ethical Practices Related to Transition and Collaboration & Family Panel “The Code of Ethics and the Principles of Professional Conduct of the Education Profession in Florida”
Obligation to the STUDENT requires that the individual: a) Shall make reasonable effort to protect the student from conditions harmful to learning and/or to the student's mental and/or physical health and/or safety. b) Shall not unreasonably restrain a student from independent action in pursuit of learning. c) Shall not unreasonably deny a student access to diverse points of view. d) Shall not intentionally suppress or distort subject matter relevant to a student's academic program. e) Shall not intentionally expose a student to unnecessary embarrassment or disparagement. f) Shall not intentionally violate or deny a student's legal rights. g) Shall not harass or discriminate against any student on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or social and family background and shall make reasonable effort to assure that each student is protected from harassment or discrimination h) Shall not exploit a relationship with a student for personal gain or advantage. i) Shall keep in confidence personally identifiable information obtained in the course of professional service, unless disclosure serves professional purposes or is required by law.
Obligation to the PUBLIC requires that the individual: a) Shall take reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated. b) Shall not intentionally distort or misrepresent facts concerning an educational matter in direct or indirect public expression. c) Shall not use institutional privileges for personal gain or advantage. d) Shall accept no gratuity, gift, or favor that might influence professional judgment. e) Shall offer no gratuity, gift, or favor to obtain special advantages.
Obligation to the PROFESSION of education requires that the individual: a) Shall maintain honesty in all professional dealings. b) Shall not on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition if otherwise qualified, or social and family background deny to a colleague professional benefits or advantages or participation in any professional organization. c) Shall not interfere with a colleague's exercise of political or civil rights and responsibilities. d) Shall not engage in harassment or discriminatory conduct which unreasonably interferes with an individual's performance of professional or work responsibilities or with the orderly processes of education or which creates a hostile, intimidating, abusive, offensive, or oppressive environment; and, further, shall make reasonable effort to assure that each individual is protected from such harassment or discrimination. e) Shall not make malicious or intentionally false statements about a colleague. f) Shall not use coercive means or promise special treatment to influence professional judgments of colleagues. g) Shall not misrepresent one's own professional qualifications. h) Shall not submit fraudulent information on any document in connection with professional activities. i) Shall not make any fraudulent statement or fail to disclose a material fact in one's own or another's application for a professional position. j) Shall not withhold information regarding a position from an applicant or misrepresent an assignment or conditions of employment. *When confronting someone, give 3 Positive feedbacks first.
The IEP Team is a ‘TEAM’ Put conflicts aside. Have HIGH Expectations. Students are not ‘DISABLED’ they are ‘DIFFERENTLY ABLED’
BELOW ARE NOTES FROM 7/16/11 Personal Futures Planning: - Collaborative - Task-Force is created - There should be an END PROJECT - Key ingredient is person - Team-based may include: o Family, friends, school-based staff, service providers, district staff, etc. - Community based - There’s no certification but there’s training - Focus is on SHORT and LONG term goals - Main focus of PFP is on the skills, talents, and abilities of the person Three specific tools many people with and without disabilities have used to create and support a vision for their futures:
Circles of Support,
Making Action Plans (MAPS),
PATH (Planning Alternative Tomorrows with Hope)
Circle of Support (Friends)
4 Concentric circles:
Intimacy (immediate famil)
Friendship
Participation (acquaintances)
Exchange (PAID FOR people in your life: cafeteria lady, a/c guy, etc.)
Talk about differences, friendships, etc.
b. Making Action Plans (MAPS) 2 TRAINED people- one speaking and one writing Core beliefs of the MAP process: all people should be included in their respective communities, supports will be necessary, real-world outcomes necessary
c. Planning Alternative Tomorrows with Hope (PATH) Central focus is the North Star 1. Touching the Dream – the “North Star” 2. Sensing the Goal (circle) 3. Grounding the Now (1st square to the left) what’s happening in person’s life 4. Identifying people to Enroll (2nd square from left) 5. Building ways to Build Strength (3rd square from left) 6. Charting action for next few months (arrow beside circle) 7. Planning next month’s work (left square from arrow) 8. Committing to the first step Self-determination
“…both the attitudes which lead people to define goals for themselves and to their ability to take the initiative to achieve these goals…” (Ward 1988)
“one’s ability to define and achieve goals based on a foundation of knowing and valuing oneself” Field and Hoffman (1994)
*“acting as the primary causal agent in one’s life and making choices and decisions regarding one’s quality of life free from undue external influence or interference” Wehmeyer (1996) - Individual acts autonomously - Behavior is self-regulated - Individuals act in a self-realizing manner - Individuals initiate and respond to events in a psychologically empowered manner
To Apply in 4 Age Groups:
1. EARLY CHILDHOOD -Recognize & express preferences -Make choices based on restricted awareness of options (ie. ‘walk’ later)
2. ELEMENTARY - Can identify solutions - Able to generalize solutions for future problems - More mature perspective-taking skills - How do I navigate barriers?
3.ELEMENTARY/MIDDLE SCHOOL - Set personal goals spontaneously - Recognize course of action - Beginning to understand the effects of talent, luck, or chance on an outcome
4.SECONDARY - Skills similar to adults - Problem solving - Goal orientation - Revision of plans - Assumption of control - Negotiation skills
PATH PROCESS:
NOW 3 -live at home -safe neighborhood -good location for transportation -time w/ friends
ENROLL 4 WHO will help facilitate?
-real estate agent -parents -friend, Jason -V.R. counselor -
STRENGTH 5 skills, characteristics
1ST STEPS 8 1.look for places to live in newspaper. 2. talk to mom re: furniture 3. email dates
NEXT MONTH
6 mo: a. Review living options Look for places to live b. List of needs: Appliance Furniture Food c. Pass Driver’s Lic
7
By end of AUG: 1.Review 6 Options 2. Furniture List 3.
||
Ethical Practices Related to Transition and Collaboration & Family Panel
“The Code of Ethics and the Principles of Professional Conduct of the Education Profession in Florida”
Obligation to the STUDENT requires that the individual:
a) Shall make reasonable effort to protect the student from conditions harmful to learning and/or to the student's mental and/or physical health and/or safety.
b) Shall not unreasonably restrain a student from independent action in pursuit of learning.
c) Shall not unreasonably deny a student access to diverse points of view.
d) Shall not intentionally suppress or distort subject matter relevant to a student's academic program.
e) Shall not intentionally expose a student to unnecessary embarrassment or disparagement.
f) Shall not intentionally violate or deny a student's legal rights.
g) Shall not harass or discriminate against any student on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or social and family background and shall make reasonable effort to assure that each student is protected from harassment or discrimination
h) Shall not exploit a relationship with a student for personal gain or advantage.
i) Shall keep in confidence personally identifiable information obtained in the course of professional service, unless disclosure serves professional purposes or is required by law.
Obligation to the PUBLIC requires that the individual:
a) Shall take reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated.
b) Shall not intentionally distort or misrepresent facts concerning an educational matter in direct or indirect public expression.
c) Shall not use institutional privileges for personal gain or advantage.
d) Shall accept no gratuity, gift, or favor that might influence professional judgment.
e) Shall offer no gratuity, gift, or favor to obtain special advantages.
Obligation to the PROFESSION of education requires that the individual:
a) Shall maintain honesty in all professional dealings.
b) Shall not on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition if otherwise qualified, or social and family background deny to a colleague professional benefits or advantages or participation in any professional organization.
c) Shall not interfere with a colleague's exercise of political or civil rights and responsibilities.
d) Shall not engage in harassment or discriminatory conduct which unreasonably interferes with an individual's performance of professional or work responsibilities or with the orderly processes of education or which creates a hostile, intimidating, abusive, offensive, or oppressive environment; and, further, shall make reasonable effort to assure that each individual is protected from such harassment or discrimination.
e) Shall not make malicious or intentionally false statements about a colleague.
f) Shall not use coercive means or promise special treatment to influence professional judgments of colleagues.
g) Shall not misrepresent one's own professional qualifications.
h) Shall not submit fraudulent information on any document in connection with professional activities.
i) Shall not make any fraudulent statement or fail to disclose a material fact in one's own or another's application for a professional position.
j) Shall not withhold information regarding a position from an applicant or misrepresent an assignment or conditions of employment.
*When confronting someone, give 3 Positive feedbacks first.
PANEL DISCUSSION: 12noon
Orange County Athletics- www.gooca.org
Access Charter School www.accesscharterschool.org
Family Liaison http://familyliaisonproject.com/
**jgerhauser@familyliaisonproject.com** **ttomaka@familyliaisonproject.com**
Emily (son with down syndrome) edewoody@familyliasonproject.com
ADVICE FROM PANEL:
The IEP Team is a ‘TEAM’
Put conflicts aside.
Have HIGH Expectations.
Students are not ‘DISABLED’ they are ‘DIFFERENTLY ABLED’
BELOW ARE NOTES FROM 7/16/11
Personal Futures Planning:
- Collaborative
- Task-Force is created
- There should be an END PROJECT
- Key ingredient is person
- Team-based may include:
o Family, friends, school-based staff, service providers, district staff, etc.
- Community based
- There’s no certification but there’s training
- Focus is on SHORT and LONG term goals
- Main focus of PFP is on the skills, talents, and abilities of the person
Three specific tools many people with and without disabilities have used to create and support a vision for their futures:
- Circle of Support (Friends)
4 Concentric circles:- Intimacy (immediate famil)
- Friendship
- Participation (acquaintances)
- Exchange (PAID FOR people in your life: cafeteria lady, a/c guy, etc.)
Talk about differences, friendships, etc.b. Making Action Plans (MAPS)
2 TRAINED people- one speaking and one writing
Core beliefs of the MAP process: all people should be included in their respective communities, supports will be necessary, real-world outcomes necessary
c. Planning Alternative Tomorrows with Hope (PATH)
Central focus is the North Star
1. Touching the Dream – the “North Star”
2. Sensing the Goal (circle)
3. Grounding the Now (1st square to the left) what’s happening in person’s life
4. Identifying people to Enroll (2nd square from left)
5. Building ways to Build Strength (3rd square from left)
6. Charting action for next few months (arrow beside circle)
7. Planning next month’s work (left square from arrow)
8. Committing to the first step
Self-determination
“…both the attitudes which lead people to define goals for themselves and to their ability to take the initiative to achieve these goals…” (Ward 1988)
“one’s ability to define and achieve goals based on a foundation of knowing and valuing oneself” Field and Hoffman (1994)
*“acting as the primary causal agent in one’s life and making choices and decisions regarding one’s quality of life free from undue external influence or interference”
Wehmeyer (1996)
- Individual acts autonomously
- Behavior is self-regulated
- Individuals act in a self-realizing manner
- Individuals initiate and respond to events in a psychologically empowered manner
To Apply in 4 Age Groups:
1. EARLY CHILDHOOD
-Recognize & express preferences
-Make choices based on restricted awareness of options (ie. ‘walk’ later)
2. ELEMENTARY
- Can identify solutions
- Able to generalize solutions for future problems
- More mature perspective-taking skills
- How do I navigate barriers?
3.ELEMENTARY/MIDDLE SCHOOL
- Set personal goals spontaneously
- Recognize course of action
- Beginning to understand the effects of talent, luck, or chance on an outcome
4.SECONDARY
- Skills similar to adults
- Problem solving
- Goal orientation
- Revision of plans
- Assumption of control
- Negotiation skills
PATH PROCESS:
3
-live at home
-safe neighborhood
-good location for transportation
-time w/ friends
4
WHO will help facilitate?
-real estate agent
-parents
-friend, Jason
-V.R. counselor
-
5
skills,
characteristics
8
1.look for places to live in newspaper.
2. talk to mom re: furniture
3. email dates
a. Review living options
Look for places to live
b. List of needs:
Appliance
Furniture
Food
c. Pass Driver’s Lic
By end of AUG:
1.Review 6 Options
2. Furniture List
3.
||